Provides historical information on Cuba. Addresses early colonization, the advent of plantation agriculture, the role and presence of the United States in the Caribbean and Cuba, and the social and economic developments in Cuba after the revolution in 1959 led by Fidel Castro. (CMK)

Maintains that policies that recognize the commercial value of resources and offer rewards for actions that preserve rather than deplete them, offer the best chance for environmental protection. Discusses recent experiments where the right to harvest a resource is sold as a commodity. Examines the role this plays in conservation. (MJP)

Reviews the American Federation of Teachers' (AFT) report, EDUCATION FOR DEMOCRACY. States that while the AFT is to be commended for addressing the goal of citizenship education and furthering the ongoing debate, the report shows evidence of shoddy scholarship, dubious assumptions regarding curricular design, and nationalistic bias clothed in…

Discusses keys to success that secondary teachers should keep in mind when trying to teach world history to urban students deficient in basic skills. First, the objective of the lesson must be relevant to the student. Second, skill deficiencies must be provided for when planning the lesson. (RM)

Maintains that although women's history has made great strides in the university environment, it remains peripheral in elementary and secondary education. Suggests feasible strategies to incorporate this subject into the curriculum. Includes Peggy McIntosh's "Five Phases of Curricular Re-Vision with Regards to Gender 1983." (MJP)

Argues that well-intentioned government policies, such as the Endangered Species Act, can actually cause harm to endangered species by creating disincentives to preserving the habitat for endangered species. Maintains that the use of incentives can lead to voluntary species protection. Includes instructions for an in-class teaching activity. (MJP)

The author of EDUCATION FOR DEMOCRACY defends its content and position on the teaching of history, geography, and democratic citizenship. Concludes that children must learn the knowledge, values, and habits that will best protect and extend our democratic heritage. (JDH)

Reviews data collected in a 1982 national survey of state social studies coordinators which shows the patterns of textbook adoptions in the area of high school geography for the 20 states that use statewide adoption. Concludes that throughout the 1970s and early 1980s Texas's impact on other states' geography selections was almost nonexistent.…

Summarizes the global efforts of the United Nations Development Program (UNDP) to ease poverty and help developing nations to build their capacity for sustainable development. Includes a glossary of poverty and human development terms, a human poverty index ranking for developing countries, and suggested teaching activities. (MJP)

Discusses recent research in cognitive psychology that identifies how students are likely to respond when controversial issues are included in course content. Points out that controversial material may lead to misunderstandings and forgetting. Provides teaching ideas to enhance student learning and remembering, to deal with emotions, and to foster…

This article provides background on the thinking and life of historian Frederick Jackson Turner. Featured is an excerpt from Turner's 1891 article: "The Significance of History." The article includes Turner's definition of history and his views on the relationship between the study of history and citizenship. (JDH)

Explores a definition of religious literacy; examines the role of religion in U.S. history; and reviews the side effect of neglecting religious history. Examines approaches that integrate religious events and ideas into the existing curriculum. Lists primary source documents. (DH)

Describes a course on the Vietnam War presented by the author to 19 secondary school teachers. The course sought to increase competency in teaching about the war by using readings, lectures, and guest speakers. Concludes that the course was a success because participants encouraged others in their departments to include the topic in their…

Discusses the use of primary sources in teaching about the Vietnam War. The approach encourages student questioning and discussion of issues surrounding the war. Urges educators to be certain that students know and understand the reasons for the war and not just repeat the rhetoric. (Author/GEA)

Provided are activities which will help secondary students analyze statistics, recognize valid generalizations, find cause-and-effect relationships, distinguish relevant from irrelevant information, recognize unstated assumptions, analyze points of view, and recognize inferences. (RM)